What should "education" look like?

What a great privilege it is to be called to education. Certainly the primary responsibility to educate children falls on the parent. As a parent I've experienced the pressure of raising my son in a manner that is not only pleasing to God but one that will prepare his mind to be sharp and able to wrestle life's problems long after I'm gone. I also recognize my need for like-minded teachers with a diverse knowledge base to speak truth into his life. A passage that speaks to me as an educator is found in Deuteronomy 6:4-9.

"Hear, O Israel: The Lord our God, the Lord is one. Love the Lord your God with all your heart and with all your soul and with all your strength. These commandments that I give you today are to be on your hearts. Impress them on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up. Tie them as symbols on your hands and bind them on your foreheads. Write them on the doorframes of your houses and on your gates."

So the job of educating is a 24/7/365 thing. All the time, always. As I parse this passage of scripture I think about the importance of teaching my son "how" to think not so much "what" to think. Education is not indoctrination or brainwashing. God is not afraid of intellectual inquiry and we shouldn't be either. No question is "out of bounds" or "not allowed." As a parent and an educator, I know it is my responsibility to develop an independent thinker, and that my goal is not to raise children but to raise young adults.

In the process of educating critical thinkers I have learned a valuable way of teaching "how to think" that has it's underpinnings in revering the authority of scripture. The process goes something like this:

• Imagine your arm extended holding a crystal ball as the student is asking you a question. Your job is to create clarity and guide the student in defining exactly what we're talking about. In this example I'll use evolution as it can be a challenging topic for many to answer. The goal is to narrow it down. Are we talking about Darwinian evolution, theistic evolution, or the concept of evolution in a broader sense? Helping the student find their question is an important part of this process.

• Once clarity has been gained the next step is to imagine several different spheres orbiting the crystal ball. Each sphere represents a differing perspective. If we are truly interested in educating then we will present each perspective accurately without bias, so the learner is able to understand and appreciate the different ways people view the world they live in.

• Lastly, once all perspectives have been fairly and accurately presented, students should be challenged to consider what God's word has to say about it. Challenge them to hold up the Bible like a magnifying glass that serves as a lens for us to view truth. God does not need our endorsement or acceptance of His word for it to be true. God's word is authoritative and edifying and it helps us to recognize those perspectives that ring true from those that do not.

So in the larger scheme of things we need to be about guiding students to be clear and specific with their questions, to fairly and accurately represent differing perspectives, and to rely on the authority of scripture to reveal truth. In so doing, we help students develop a critical lens by which they are able to seek truth in their lives.

The SNU Lab School sees project-based learning, content area learning, and social emotional learning as equally important areas of emphasis. We assess student success in each area using a mastery learning model as part of our rich legacy. As a school who values diversity of thought, equal opportunity, and is built for belonging, we invite you to come learn more about us and consider joining our growing community!